• Research in Mathematical Education
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• v.23 no.4
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• pp.219-233
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• 2020

Teachers' intervention in small groups is a research area that needs more research attention. Ehrenfeld and Horn (2020) identified teachers' group work monitoring routines that consist of four recurrent talk moves: 1) Initiation, 2) Entry, 3) Focus, and 4) Exit. To better understand prospective teachers' (PTs) intervention in small groups in mathematics classrooms, I investigated how PTs' intervention actions and purposes are related to the monitoring routines, particularly, in terms of Focus moves. I analyzed 26 PTs' responses to four written scenarios, each of which depicts interactions among students in a small group. I identified 1) types of PTs' math talk, 2) types of PTs' non-math talk, 3) types of intervention purposes, and 4) patterns of intervention actions and purposes by scenario. This study contributes to understanding PTs' intervention actions and purposes in mathematics instruction.

• Proceedings of the KIEE Conference
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• 1998.07g
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• pp.2186-2188
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• 1998

In this paper, Fundamental rules governing group intelligence "arrangement" behavior of multiple number of autonomous mobile robots are represented by a small number of fuzzy rules. Complex lifelike behavior is considered as local interactions between simple individuals under small number of fundamental rules. The fuzzy rules for arrangement are generated from clustering the input-output data obtained from the arrangement algorithm. Simulation shows the fuzzy rules successfully realizes fundamental rules of the flocking group behavior.

• Journal of Korean Elementary Science Education
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• v.24 no.5
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• pp.595-601
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• 2005

In this study, the scientifically gifted students and the general students were compared in terms of the following components in cooperative teaming: whom they interacted with, to/from whom they gave/received help and why, and what kinds of the verbal interaction patterns they engaged in. The subjects were 4th graders. The data were collected through the investigation of the students' perception and videotaping of the small group interactions of each group. The results showed that the gifted students interacted with most students in their groups. They complemented each others' opinions and their discussion was enriched through their interactions. On the other hand, the interactions of the general students occurred mostly around a leader, and more teamed students explained the content to the less teamed students. Predominantly, the gifted students' most verbal behaviors were related with the teaming contents. Most frequent verbal behavior were a giving specific information and an explanation of their opinions. The general students, however, gave simple and short information, and more often they showed the management behaviors, such as encouraging participation and suggesting their directions.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.611-620
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• 2020

The purpose of the study is to find creativity factors of students in the process of small group modeling and relate them to the types of interactions among students. In order to capture students' detailed interactions, this study was conducted as an 'essential case study' through qualitative analysis. We have developed the modules of nine lessons about terraforming, and they were used in an actual classroom. In order to understand the creativity of the students in the process of modeling, students' discourses and interview data were analyzed using 19 creative factors or abilities. The findings are as follows. Frequently found creativity factors are Elaboration, Evaluation, Visualization, Resist premature closer, Originality, Analysis and Concentration. And students' interactions that affect students' creativity in the process of modeling can be classified into four categories: Suggestion, Agreement, Questioning, Refutation, and Conversion. Through each interaction, students demonstrated the process of expressing and modifying their own thoughts and ideas in the modeling process. The findings of the study suggest that it is important to the teachers to understand types of interactions among students and the relationship between the types of interaction and creativity factors for students' creative modeling in modeling-based learning.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.06a
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• pp.164-169
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• 1998

Complex "lifelike" behaviors are composed of local interactions of individuals under fundamental rules of artificial life. In this paper, fundamental rules for cooperative group behaviors, "flocking" and "arrangement", of multiple autonomous mobile robots are represented by a small number of fuzzy rules. Fuzzy rules in Sugeno type and their related paramenters are automatically generated from clustering input-output data obtained from the algorithms the group behaviors. Simulations demonstrate the fuzzy rules successfully realize group intelligence of mobile robots.

• Journal of Korean Elementary Science Education
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• v.25 no.4
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• pp.363-373
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• 2006

The purposes of this study were to analyze the within-group verbal interactions in Thinking Science activities and compare the characteristics of verbal interactions shown by the pupils as well as the differences in help by e teacher in Korea with those in the UK. For the purposes of this study, 16 pupils from comparable groups by cognitive level were selected from both countries. Verbal interactions and teacher help during group discussions were audio/ video taped and the types of students' interactions were classified into interactions related to problem solving, management of classroom loaming and others. The results of this study showed that the verbal interactions in Korean groups were more activated than those in the UK groups. However, the percentages of high level interactions such as metacognitive questions, elaborative suggestions and logical argumentations were higher in the UK groups than those in the Korean groups. Observation of the within-group activities revealed that the pupils of both countries shared some common ground in the following ways; neither recognized the need to formulate the hypothesis in the process of inquiry and that the procedures of discussion were dominated by the pupils of higher cognitive level as the discussion proceeded. It was also observed that the pupils in the UK were considerate in response to the questions posed by both their peers or the teacher, while the pupils in Korea were influenced by their prior knowledge in the subject. Analysis of the teacher help during the inquiry activities showed that the tendency fur the teacher to emphasize the process rather than the product in the procedures of discussion and the extent he/she allowed the pupils to think and consider were closely related to the characteristics of the teacher himself/herself and was found to be a point of commonality in both countries. However, the teachers in the UK revealed the tendency of trying to propose the task to the pupils in concrete and systematic ways and guide the discussion based on the thinking of the pupils, while those in Korea tried to use strategies designed to draw out active verbal interactions among the pupils.

• The Journal of Korean Academic Society of Nursing Education
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• v.20 no.4
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• pp.577-586
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• 2014

Purpose: This study investigates patterns of small group interaction and examines the influence among graduate nursing students of online collaborative learning strategies on small group interaction patterns, task performance and learning attitude in web-based team learning environments. Method: To analyze patterns of small group interaction, group discussion dialogues were reviewed by two instructors. Groups were divided into two categories depending on the type of feedback given (passive or active). For task performance, evaluation of learning processes and numbers of postings were examined. Learning attitude toward group study and coursework were measured via scales. Results: Explorative interactions were still low among graduate nursing students. Among the students given active feedback, considerable individual variability in interaction frequency was revealed and some students did not show any specific type of interaction pattern. Whether given active or passive feedback, groups exhibited no significant differences in terms of task performance and learning attitude. Also, frequent group interaction was significantly related to greater task performance. Conclusion: Active feedback strategies should be modified to improve task performance and learning attitude among graduate nursing students.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.411-421
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• 2002

This study investigated small group processes in paired think-aloud problem solving. Two high school chemistry classes were assigned to St-SL group (using Strategy-Solve Listener) and SL group (Solver Listener), and their small-group behaviors were audio/video taped. Verbal behaviors of solver and listener in respect to 4 problem-solving stages and performance levels at each stage were analyzed. At the understanding stage, listeners in the St-SL group exhibited more behaviors of agreement to solver's understanding processes about given and goal of problem. As regards recalling a related law at the planning stage, solvers in the St-SL group exhibited more behaviors of modification based on listener's questions or pointing out. These verbal interactions seemed to have a positive effect on students' deriving the physical quantity with the proper laws. Few in both SL and St-SL groups exhibited the behaviors regarding setting up subgoals. No verbal behavior was observed in the SL group at the reviewing stage, and solvers in the St-SL group tended to ask for listener's agreement. However, only few performed the strategy explaining the meaning of answer at the molecular level correctly through the interactions. The St-SL group perceived that the understanding stage was the most helpful and that the planning or reviewing stages were difficult to apply.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1998.10a
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• pp.504-510
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• 1998

In this paper, Fundamental rules governing group intelligence "obstacle avoidance" behavior of multiple autonomous mobile robots are represented by a small number of fuzzy rules. Complex lifelike behavior is considered as local interactions between simple individuals under small number of fundamental rules. The fuzzy rules for obstacle avoidance are generated from clustering the input-output data obtained from the obstacle avoidance algorithm. Simulation shows the fuzzy rules successfully realizes fundamental rules of the obstacle avoidance behavior.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.216-233
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• 2019

The purpose of this study was to identify the aspects of elementary school students' interactions shown conceptual changes in collaborative scientific argumentation. Fifty sixth graders of an elementary school in Jeonju were selected for this study. Ten small groups consisting of five students each were organized evenly with considerations of their gender, science achievement, scientific discussion experience and degree of communication apprehension. 'Food web and Ecosystem' and 'Change of Moon shape' were selected as the proper topics of collaborative scientific argumentation in terms of difficulty to be understanded by the $6^{th}$ graders. The small group's dialogue was recorded. The students' activity sheets, field note and interviews of the participants were collected. Based on the collected data, we analyzed the aspect of small groups' interaction shown conceptual change of each student. The result of this study was as follows: The interaction aspects of the small group of students who showed conceptual changes in the collaborative scientific discussion have a tendency of showing their discussion responses, explanation-opposition discourse, the use of rigorous criteria, their collaborative attitude and participation.